Manchester United Soccer Club  Nicolette Larson was loading the dishwasher with

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Manchester United Soccer Club 
Nicolette Larson was loading the dishwasher with her husband, Kevin, and telling him about the first meeting of the Manchester United Tournament Organizing Committee. Nicolette, a self-confessed “soccer mom,” had been elected tournament director and was responsible for organizing the club’s first summer tournament. 
Manchester United Soccer Club (MUSC), located in Manchester, New Hampshire, was formed in 1992 as a way of bringing recreational players to a higher level of com- petition and preparing them for the State Olympic Development Program and/or high school teams. The club currently has 24 boys and girls (ranging in age from under 9 to 16) on teams affiliated with the New Hampshire Soccer Association and the Granite State Girls Soccer League. The club’s board of directors decided in the fall to sponsor a summer invitational soccer tournament to generate revenue. Given the boom in youth soccer, hosting summer tournaments has become a popular method for raising funds. MUSC teams regularly compete in three to four tournaments each summer at different locales in New England. These tournaments have been reported to generate between $50,000 and $70,000 for the host club. 
MUSC needs additional revenue to refurbish and expand the number of soccer fields at the Rock Rimmon soccer complex. Funds would also be used to augment the club’s scholarship program, which provides financial aid to players who cannot afford the $450 annual club dues. 
Nicolette gave her husband a blow-by-blow account of what transpired during the first tournament committee meeting that night. She started the meeting by having everyone introduce themselves and by proclaiming how excited she was that the club was going to sponsor its own tournament. She then suggested that the committee brainstorm what needed to be done to pull off the event; she would record their ideas on a flipchart. 
What emerged was a free-for-all of ideas and suggestions. One member immedi- ately stressed the importance of having qualified referees and spent several minutes describing in detail how his son’s team was robbed in a poorly officiated championship game. This was followed by other stories of injustice on the soccer field. Another member suggested that they needed to quickly contact the local colleges to see if they could use their fields. The committee spent more than 30 minutes talking about how they should screen teams and how much they should charge as an entry fee. An argu- ment broke out over whether they should reward the winning teams in each age bracket with medals or trophies. Many members felt that medals were too cheap, while others thought the trophies would be too expensive. Someone suggested that they seek local corporate sponsors to help fund the tournament. The proposed sale of tournament T-shirts and sweatshirts was followed by a general critique of the different shirts par- ents had acquired at different tournaments. One member advocated that they recruit an artist he knew to develop a unique silk-screen design for the tournament. The meeting adjourned 30 minutes late with only half of the members remaining until the end. Nicolette drove home with seven sheets of ideas and a headache. 
As Kevin poured a glass of water for the two aspirin Nicolette was about to take, he tried to comfort her by saying that organizing this tournament would be a big project not unlike the projects he worked on at his engineering and design firm. He offered to sit down with her the next night and help her plan the project. He suggested that the first thing they needed to do was to develop a WBS for the project. 
Make a list of the major deliverables for the project and use them to develop a draft of the work breakdown structure for the tournament that contains at least three lev- els of detail. What are the major deliverables associated with hosting an event such as a soccer tournament?
How would developing a WBS alleviate some of the problems that occurred during the first meeting and help Nicolette organize and plan the project?
Where can Nicolette find additional information to help her develop a WBS for the tournament?
How could Nicolette and her task force use the WBS to generate cost estimates for the tournament? Why would this be useful information?
Requirement of this Assignment: After reading the article, answer the following four questions.(At least 550 words)

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Nicolette Larson was loading the dishwasher with appeared first on homework handlers.

Students must complete a self-analysis on the following topics: Environment, Dre

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Students must complete a self-analysis on the following topics: Environment, Dress and Appearance, Eyes and Facial Expression, Kinesics, and Touch. Each topic should have its down sub-heading. You should cover these topics one at a time covering both what the text says about the section and then applying that material to what you do specifically. You need to accurately apply the research in nonverbal to yourself giving attention the context in which these behaviors occur. Finally make some conclusions about your behavior including which behaviors you should change and which behaviors you should maintain. You may indicate that some behaviors are not necessarily to your advantage, but you will continue those behaviors because . . . . Make sure you consider the rubric before writing the assignment.
The Paper should have the follow subheadings
Environment
Dress and Appearance
Eyes and Facial Expression
Kinesics
Touch 
Conclusion
Please address every area of the grading rubric so that you do the best job on your paper.
Critical Thinking Rubric
Excellent (3)
Acceptable (2)`
Unacceptable (1)
Explanation   of issues
Nonverbal   Literature
The student thoroughly explains what the text   and the lecture said about each of the five areas of nonverbal communication.
The student adequately explains what the lecture   and the text said about at least four of the five areas. 
The nonverbal literature (classroom and   textbook) were not adequately used to explain at least four of the course   areas.
Evidence
Selecting and using information to investigate   a point of view or conclusion
Student selected excellent examples to help   him analyze his own nonverbal behaviors for each of these sections.
Student selected acceptable examples for four   out of five of the areas.
Student has fewer than   four acceptable examples.
Influence   of context and assumptions
Student incorporates a thorough discussion of   the context of these behaviors differentiating between what he might do at   work and what he might do in a more social setting in each of the five   settings.
Student gives some   explanation of the context of these behaviors in four out of five of the   sections.
Student has little explanation of the context   in most of the areas.
Student’s   position (perspective, thesis/hypothesis)
Students may an accurate application of the   material in all of the 5 sections.
Most of the student applications were   accurate.
The student had trouble accurately applying   the material to himself.
Conclusions   and related outcomes (implications and consequences)
Student thoroughly discusses which behaviors   will be continued and which ones will be changed. Student may indicate that he will not   change a behavior which has a negative reaction as long as he explains why.
Student explains which behaviors will be   changed and which behaviors will remain the same.
Student has little understanding of how this   material might affect his future nonverbal choices.

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Choose “The Grasshopper and the Bell Cricket” or “Wildwood” from chapter six to

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Choose “The Grasshopper and the Bell Cricket” or “Wildwood” from chapter six to write a response exploring how character, point of view, setting, symbolism, or any recurring word or phrase contributes to the development of theme. Be sure to state that theme in a sentence. Do not summarize the story. Provide a literary analysis addressing how any of the aspects listed above supported the story’s theme.
Your postings will be reviewed according to the following criteria:
Writing well-developed paragraphs relevant to the prompt(s) (minimum 300 words).
Be sure that your thesis is explicit and supported with one to two quotations from the literature.
Do not write in first or second person.
Replying to two of your classmates with meaningful responses with a minimum of 30 words (do not simply write “I agree. I like what you’ve written.”)
Following the rules of Standard English. Please proofread your writing before clicking the ‘submit’ button!
When you include a quotation from the literature in your mini-essay, please place an in-text citation (also called a parenthetical citation) immediately after you close the quotation marks and before you place a period at the end of your sentence. That way, anyone in the class (including me!) can easily find the quotation in the literature if necessary. If you’re not sure what to place inside the parentheses, there is instruction in the textbook in Chapter 34- Quotation, Citation, and Documentation. 
When you include in-text citations, there must be a Works Cited listing at the bottom of your post.
Be sure to follow the “Quote Sandwich” when you insert quotations.

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Art of Literature Eng 262 Karlis Journal Assignment # 1 Point of View: refers to

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Art of Literature Eng 262 Karlis Journal Assignment # 1 Point of View: refers to perspective, position, or the vantage point from which a story is told First Person: “I,” “me,” “we,” or “us” Second person: “you” Third person: “he,” “she,” “it,” or “they” First person narrator: when the person telling the story (the narrator) is a character who witnesses or is involved in the action and uses “I”-e.g. Tim O’Brien’s Stockings. We see everything in the story through the narrator’s eyes, and rely only on the narrator’s perceptions. An unreliable first-person narrator is a character who tells the story but whose version makes interpretations of what is happening; a reader can sometimes see more than such narrators do. Third person narrator: Omniscient: a narrator who seems to know everything, including what every character is thinking. The narrator in Story of an Hour knows what Mrs. Mallard and all the other characters are thinking. Limited point of view: a narrator who takes only a single person’s perspective and does not claim to know the thoughts of the other characters. Objective or fly-on-the wall narrator: reports only on the outward action of the story and does not know what any of the characters are thinking. How do you think that the point of view that each author (Chopin’s Story of an Hour and O’Brien’s Stockings) uses helps to tell the story? Are these merely character revelations, or are there larger themes that each author is telling through the actions of, or reactions to, the primary character addressed? Is the reader able to make any assumptions/judgements/conclusions about either the narrator(s) or other characters in each story? Please write a 2(full) -3 page paper, double-spaced, with one-inch margins, in a “traditional” 12-point font (Times New Roman, Arial, or Garamond.) Please use a “header” with the following information: name, course #, my name, date, journal assignment #.

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